Their large
and well-developed forms enter your building. You may have to look up to have
eye contact with many of them. It has become difficult for some to be seated
comfortably in their desks. Male voices are either squeaky or notably deep.
Heavy makeup and trendy hairstyles are commonplace among the girls; their
fitted T-shirts and tight jeans reveal mature bodies.
As you look at these
adult-like creatures, you assume that their minds have also matured. You ask
them to think.
Big mistake.
Beneath those funky hairdos and
baseball caps lie three pounds of brain tissue looking not nearly as mature as
the bodies that house them. Their brains are undergoing some enormous changes
that will continue throughout the high school years.
At puberty the
brain structure called the hypothalamus begins to secrete chemicals to increase
appetite in girls. This is nature’s way of preparing the body for childbirth by adding
fat. (Liebowitz 1998) In our society;
however, extra pounds may be cause for alarm and many girls become obsessed
with their weight. An emotional structure, the amygdala, enlarges at this time
due to the release of testosterone. This hormone is more prevalent in males, so
their amygdala becomes larger than the females’. At the same time, the
hippocampus, which is a strong memory pathway for factual information, swells
from the release of estrogen. Estrogen is more prevalent in females, so they
have the larger hippocampus. To put the consequences of this simply, we have
children beginning adolescence. It can begin as early as age ten. The boys may
be overemotional and over-reactive due to the size and sensitivity of the
emotional structure, the amygdala. The girls, who may have an easier time
remembering factual information, could also be struggling with their body
images as their appetites increase.
(Brownlee 1999)
If
that seems overwhelming, there’s
more. The pre-frontal cortex is the area of the cerebrum that controls
the amygdala. It has not yet fully developed, and may not do so until
these
students are in their twenties. Consequently, the brain structure that
could
help these young adults deal with their emotions, may not be physically
able to
do so. We have to accept the fact that these students may have
difficulty
making good choices.
Let’s take a closer look at that very
specialized and important brain area, the pre-frontal cortex. Why is it so
important? Why does it affect so many skills, talents, and behaviors?
There are two
functions of this brain area to consider. This is the structure that acts as
the logical decision-maker in the brain. As the amygdala creates an emotional
attitude toward people and events, the prefrontal cortex shapes that attitude
or stops that attitude from being displayed. Without the prefrontal cortex,
decision-making is relying heavily on a strictly emotional response. The other
function of this area is that of working memory. In order for information to be
processed, that is, either new information worked with and added to old
information, or old information spread out and reworked, there has to be space
for this to occur. The prefrontal cortex is working space for these processes.
Sasha and Rochelle are studying for a
final exam in Spanish. They are working at Sasha’s house since her little
brother is gone for the evening and Rochelle’s house is always crowded and
noisy with all of her siblings and their friends. The girls spread their books
and notes out on Sasha’s bed. Rochelle opens her text and begins to compare her
notes and the chapter contents. Sasha goes to the radio and turns it on.
“Could you please turn down that
music?” Rochelle asks with some frustration in her voice.
“Oh, this is the song that was playing
when Angelo and I were on our first date!” Sasha declares.
“I don’t care when it was playing —
it isn’t playing now!” Rochelle suddenly snaps the radio to off.
“What’s the matter with you? This is
my house and I can listen to whatever I want! Besides, it will be over in a
minute and then we’ll study!”
“You can study by yourself!” With
that, Rochelle grabs her books and storms out of the house.
In this case, Rochelle was reacting
emotionally. She may have been stressed about the exam, and then became further
irritated by the music while she was trying to concentrate. Her overreaction is
evident as it appeared that Sasha would turn the radio off right after the
song. Rochelle was having trouble controlling her emotional response to the
situation. Her prefrontal cortex was not able to monitor her amygdala’s
response to the circumstances.
Nathan could not sit still. It was
only one class period from art class, and he could not wait to get his hands on
Michael. If Michael thought for one minute that he could get away with saying
that kinda stuff about his baby sister, well, boy, he was gonna get it. Nathan
watched the clock as the minutes ticked by. He wanted to jump up and run out of
English and go find Michael, but something wouldn’t let him do it. He looked up
at Mr. Sterling’s algebra equation, but he had no clue as to what was going on.
He tried to concentrate on what his teacher was explaining, but he couldn’t
stop thinking about those words Michael had said, “Nathan’s little sister is
easy ....” Thinking those words took Nathan’s breath away. He wiggled in his
seat and tried to focus on the board again. Finally, the bell rang, and Nathan
headed for the door.
“Oh, Nathan,” Mr. Sterling called to
him, “don’t forget that assignment.”
“Oh, yeah, sure!” Nathan yelled back.
But he didn’t know what Mr. Sterling was talking about.
Nathan was fortunate that his
prefrontal cortex was able to control his emotions. As much as he wanted to act
on his need to find Michael, he knew he should wait until his next class with
him. Unfortunately, because the prefrontal cortex was so busy keeping his
amygdala in check, Nathan had no space free for working memory. He couldn’t
take any of the information that was offered in his math class and work with it
in his brain. He didn’t even realize that he had been given an assignment.
Learning cannot take place under those circumstances.
Another problem many of our
adolescents face is common among adults: sleep deprivation. Did you get your
eight hours last night? Our young adult students need more -- nine hours and
fifteen minutes to be exact. Why so much? For the brain to go through the
stages of sleep an appropriate number of times, it takes that long. Why aren’t
our students getting enough sleep? There are several explanations. It is known
that changes in the brain at adolescence change the biological clock, a cluster
of neurons that send signals throughout the body and controls fundamentally all
of the internal operations. One of those operations is sleep. The time that
melatonin, the chemical that is released to induce sleep, is distributed in the
brain suddenly becomes about one hour later, so these students are not ready
for sleep. Add to that the desire to be more independent, the need to control
your own life, and the fact that many of our older teenagers work late hours; a
problem exists. What’s more, those chemicals needed for sleep are still in
their bodies during first hour class. Edina, Minnesota schools changed their
starting time from 7:25 to 8:30 and found better grades, higher test scores,
and happier teachers and students. (University of Minnesota 1997) (Have you
ever wondered why that difficult class you have never seems to be a problem to
the first hour teacher? They’re virtually still sleeping!)
What makes this information even more
alarming are the possible repercussions of sleep deprivation. The first to
consider is the negative effect it has on learning and memory. The brain needs
sleep to dispose of unimportant information and to practice new information.
(Dement 1999) Sleep also appears to be necessary to regulate emotions. Emotions
are already a problem for this age group. It has been hypothesized that this
may be adding to some of the increased violence. (Carskadon 1995)
That was the bad news. The good news
is that this brain is plastic. It is still growing and changing. It is
not too late for positive transformations and eventually most of these students
will have the physical ability to perform the operations that are expected of
adults.
As a classroom teacher who has dealt
with adolescents since 1971, it amazes me how science is confirming so many of
the strategies that have been useful with these students. How do we deal with
these learning limitations? First, we must recognize that many of our students
handle these situations quite well. However, there are ways to make learning
less of a struggle for all.
Changing starting times would be
helpful. Short of that, be aware that your first hour students may not perform
as well as your other classes. Repetition and out of class work may be
necessary for these students to stay on track. Rotating schedules will help
this situation. I was involved in a rotating schedule for several years; both
students and teachers loved it. It is simply starting Tuesday with second hour
instead of first, Wednesday with third hour, etc. In this way, it takes six or
seven days before that first hour class is back in your room first hour. It’s
also an excellent way to see how students perform at different times of the
day. Let’s face it, last hour classes can be a challenge for teachers and
students.
“What about me?”
I have often felt that students, in
their own ways, were always asking this question, so I look at it as an
acronym. The m is for motion
and the e for emotion. I find that if I keep students moving and
deal with their emotions, the adolescents in my classroom learned more rapidly
and easily.
Provide emotional outlets. Journaling
is one way to do this, or five minutes of group conversation at the beginning
of class may allow students to calm themselves down and attend to learning. A
technique I borrowed from a primary teacher works very well with adolescents.
She called it the “backburner.” First, I explain how sometimes we have to put
something that is on our mind on the backburner – like your mom might put food
on the backburner while she attends to other details in the kitchen. I ask them
to write down anything that might be bothering them and that could interfere
with their learning. After they write them on small pieces of paper, they fold
them, write their names on the back, and deposit them in a box on my desk. I
tell them that I need their attention now and these things are on the
backburner until the end of class. At that time, I hand them back. The students
look at their problem and decide if it is still important and needs some
attention. They are offered a few minutes to discuss the issues with me or
their classmates.
Put students in groups or on teams.
The older the students are, the smaller the groups should be. Teams provide a
feeling of belonging. Becoming a significant part of a relationship allows the
brain to release feel-good chemicals (Glenn 1990), and this is one way to
promote it. Another plus is that team projects allow for students to physically
move in the classroom in appropriate ways.
Become aware of their emotional states
and be prepared to manage them. Look for frustration, anger, fear, and apathy.
Of these, frustration is the easiest to change. If students are frustrated with
what you are teaching, try a different approach. Have students teach each
other. Studies have shown that scores increase with peer teaching.
(Ginsberg-Block 1997) It is also a
great state change. As the students begin to drift away from what you are
teaching, or if they become frustrated or even bored with the material,
teaching it will give a much needed change. It will also reinforce the learning
for those who know it and help the student who just doesn’t quite get it the
way you presented it.
Provide ritual. Rituals make room for
challenge, novelty, and a little craziness which make the classroom fun. This
simply means that at certain times and in certain situations they know what is
going to happen. It’s a stimulus/response situation. Predictability puts students at ease. I use music to provide ritual. Each day my students enter my
classroom with specific music playing. They have grown to expect it and many
find it comforting. Other examples are celebrations, openings and closings of
class, and test taking rituals. These
provide the security that the brain needs to feel safe enough to transmit
messages to higher levels for complex thinking.
Classroom rules are very
important. They also provide security as long as you stick to them. Be sure
students understand the rules. It is always good to have the students help you
make them. Post them, send them home, and follow them. They become rituals if
you follow them consistently.
Give overviews. Students need to know
what they are going to be doing each day. Create a mind map or outline on the
board with the schedule of events. This
will help your students de-stress. Knowing what is going to happen, even if it
is painful, gives students a feeling of “Okay, I know we are going to write an
essay, but I can get through it.” (It’s like going to the dentist. If I know he
has another appointment thirty minutes after mine, I can cope knowing it won’t
last too long.)
If those mature bodies are entering
your classroom everyday, or the smaller bodies start exhibiting some strange
behaviors, understand that many changes are occurring. Teenagers don’t really
have such scary thoughts. They are simply at a fascinating time in their
development. Understanding the changes that are taking place and providing for
some basic needs may keep the classroom running smoothly.
Brownlee,
Shannon. (1999, August 9). Inside the teen brain. US News & World Report,
127, 44-54.
Carskadon, Mary
A. A prominent sleep researcher says staying awake may be overrated. Q & A
(On-line). December 1995. Available:
http://www.brown,edu/Administration/Brown_Alumni_Magaxine/96/12-95/elms/qa.html.
Dement, William
& C. Vaughan. (1999) The Promise of Sleep. New York: Delacorte
Press.
Ginsburg-Block,
Marika; and John Fantuzzo. 1997. Reciprocal peer tutoring: An analysis of
teacher and student interactions as a function of training and experience. School
Psychology Quarterly; Summer; 12(2): 134-149.
Glenn, H.
Stephen. (1990). The Greatest Human Need. (Video recording.) Gold River,
CA: Capabilities, Inc.
Liebowitz,
Sarah. (December 1998). Gray Matters: The Teenage Brain. Charles A. Dana
Foundation. Available: http://www.dana.org/dabi/transcripts/gm_1298.html.
University of
Minnesota. (September 1997). The College of Education and Human Development.
School Start Time Study. Available:
http://carei.coled.umn.edu/SST/ssttext.htm#review.
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